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Education 451

EDUC 451: Student Teaching:  Grades 6-8

Prerequisite: Meet eligibility for student teaching

Credit Hours: (6-12)

Clinical experience on one grade level appropriate to licensure area; begins with observation and limited participation and culminates in assumption of full responsibility in the classroom.  Taken in conjunction with EDME 413.

Detailed Description of Content of Course

Begins with observation and limited participation, culminating in assumption of full responsibility in the classroom.   Provides a period of experience in professional, clinical practice in grades 6-8 during which the student tests and reconstructs the theory which he/she has evolved and during which he/she further develops personal teaching style.

Detailed Description of Conduct of Course

Student teacher placements are made in appropriate grade/content areas for which students have passed their Praxis II examinations, i.e. English, mathematics, social science, or science.  Opportunities are provided to practice under the supervision of approved cooperating teachers and university supervisors.  The experience begins with observation and limited participation, culminating in assumption of full classroom responsibilities.


Goals and Objectives of the Course

Goals, objectives and assignments in this class address NCATE Standard 1.b.c.d.g VDOE regulations at 8VAC 20-22-120 are addressed as are NMSA/NCATE Standards 1 through 7.    

• To deepen the pre-service teacher’s understanding and perspective of the educational process in secondary education through full time teaching supported by guided supervision from school and university personnel
• To enable pre-service teachers to put into practice in a clinical setting, the code of professional conduct and ethical standards characterizing the teaching profession
• To demonstrate content knowledge, pedagogical knowledge, and theoretical knowledge in the design, development, and implementation of instruction
• To facilitate the transition from student to practicing professional.  Upon completion of this course students will have demonstrated competency in each of the exit criteria:
• Professional dispositions in working with students, families and colleagues such as creating supportive learning environments, demonstrate proficiency in appropriate grammar usage in both writing and speaking
• The ability to provide instruction using a variety of instructional techniques
• The ability to effectively teach the processes in organizing content in the four core disciplines.

Assessment Measures

Assessment in student teaching is both formative and summative. Summative assessment involves the collective evaluations of classroom teachers, school administrators, and university faculty.  Formative evaluation is based upon the competencies articulated in the blocking semester, i.e., EDME 408, EDME 409, EDME 410, EDRD 415, and EDME 432 and NCATE Standards 3 and 4.

Endorsement Competency    Assignment/Assessment    Additional Assessment


1.  Methods. The use of appropriate methods, including direct instruction, to help learners    develop knowledge and skills, sustain intellectual curiosity, and solve problems;    Clinical experience on one or more grade levels appropriate to the certification area; begins with observation and limited participation and culminates in assumption of full responsibility in the classroom.   Assessed by both the Cooperating Teacher and the RU Supervisor on the Middle School Student Teaching Experience Teacher Candidate Evaluation Form    

2. Methods. The use of appropriate methods, including direct instruction, to help learners    develop knowledge and skills, sustain intellectual curiosity, and solve problems    Daily lesson planning as well as mini unit and Thematic Unit planning    Assessed by both the Cooperating Teacher and the RU Supervisor on the Middle School Student Teaching Experience Teacher Candidate Evaluation Form

3. Methods.  The ability to utilize effective classroom [ and behavior ] management skills through methods that shall build responsibility and self-discipline and maintain a positive learning environment;    Assessed by both the Cooperating Teacher and the RU Supervisor on the Middle School Student Teaching Experience Teacher Candidate Evaluation Form    

4. Methods. The ability to modify and manage learning environments and experiences to meet the individual needs of preadolescents, including children with disabilities, gifted children, and children with limited proficiency in the English language;    Assessed by both the Cooperating Teacher and the RU Supervisor on the Middle School Student Teaching Experience Teacher Candidate Evaluation Form    Mini Units (5 days) and Thematic Units (15 days) require teacher candidates to develop lesson plans incorporating a variety of teaching strategies for diverse learners.

5. Methods. The ability to use formal and informal assessments to diagnose needs, plan and modify instruction, and record student progress;    Mini Units (5 days) and Thematic Units (15 days) require teacher candidates to develop lesson plans incorporating a variety of teaching strategies for diverse learners.    Assessed by both the Cooperating Teacher and the RU Supervisor on the Middle School Student Teaching Experience Teacher Candidate Evaluation Form

6. Methods.  A commitment to professional growth and development through reflection, collaboration, and continuous learning;    Reflective Journals; Portfolios.
Candidates must reflect on their lessons, on their work with students in the classroom, and with both their peers and other faculty in the school.      Assessed by both the Cooperating Teacher and the RU Supervisor on the Middle School Student Teaching Experience Teacher Candidate Evaluation Form


Other Course Information
None

Review and Approval

Reviewed    Dr. Elizabeth D. Dore, Coordinator

January, 2010